Autorregulación Docente: Validación de Escalas en Chile Aplicadas con una Herramienta Tecnológica Online
DOI:
https://doi.org/10.22544/rcps.v42i01.02Palabras clave:
Autorregulación docente, psicometría, educación secundaria, encuestas en lineaResumen
La autorregulación docente es de gran importancia porque permite un ejercicio profesional organizado y estructurado, además facilita un desempeño exitoso del proceso de enseñanza y aprendizaje, permitiendo al docente monitorear la efectividad de sus prácticas pedagógicas y modelar habilidades de autorregulación en sus estudiantes. El objetivo de este estudio fue adaptar y validar escalas para medir procesos de autorregulación docente en español y con evidencia de su funcionalidad mediante la aplicación de herramientas tecnológicas. El estudio fue cuantitativo, con un diseño instrumental. La muestra estuvo constituida por 204 profesores de Educación Media de Chile. Las escalas fueron adaptadas de la Teacher Self-regulation Scale y sometidas a procedimientos de retrotraducción, entrevistas cognitivas, análisis factorial confirmatorio y análisis de confiabilidad. Los resultados mostraron estimadores adecuados de validez y confiabilidad para las siete escalas correspondientes a establecimiento de metas, interés intrínseco, orientación a metas de desempeño, orientación a metas de dominio, autoinstrucción, control emocional y autoevaluación. En conclusión, las escalas permiten una medición válida y fiable de los procesos de autorregulación de la enseñanza.Citas
Alsina, A., Batllori, R., Falgàs, M., & Vidal, I. (2018). Marcas de autorregulación para la construcción del perfil docente durante la formación inicial de maestros. Revista Complutense de Educación, 30(1), 55-74. https://doi.org/10.5209/RCED.55466
Arafat, S. M., Chowdhury, H., Qusar, M. M. A., & Hafez, M. A. (2016). Cross Cultural Adaptation and Psychometric Validation of Research Instruments: a Methodological Review. Journal of Behavioral Health, 5(3), 129-129. https://doi.org/10.5455/jbh.20160615121755
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3). https://doi.org/10.6018/analesps.29.3.178511
Azari-Noughabi, M., & Amirian, S. M. R. (2021). Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation. English Teaching & Learning, 45(1), 71-88. https://doi.org/10.1007/s42321-020-00060-4
Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Barbier, K., Struyf, E., & Donche, V. (2022). Teachers’ beliefs about and educational practices with high-ability students. Teaching and Teacher Education, 109, 103566-103566. https://doi.org/10.1016/j.tate.2021.103566
Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments, 9(1), 3-3. https://doi.org/10.1186/s40561-021-00184-5
Capa‐Aydin, Y., Sungur, S., & Uzuntiryaki, E. (2009). Teacher self‐regulation: examining a multidimensional construct. Educational Psychology, 29(3), 345-356. https://doi.org/10.1080/01443410902927825
Chatzistamatiou, M., Dermitzaki, I., & Bagiatis, V. (2014). Self-regulatory teaching in mathematics: relations to teachers’ motivation, affect and professional commitment. European Journal of Psychology of Education, 29(2), 295-310. https://doi.org/10.1007/s10212-013-0199-9
Cleary, T. J., Kitsantas, A., Peters-Burton, E., Lui, A., McLeod, K., Slemp, J., & Zhang, X. (2022). Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation. Teaching and Teacher Education, 111, 103619-103619. https://doi.org/10.1016/j.tate.2021.103619
Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127-157. https://doi.org/10.1007/s11409-018-9181-x
Duffy, B., Smith, K., Terhanian, G., & Bremer, J. (2005). Comparing data from online and face-to-face surveys. International Journal of Market Research, 47(6), 615-639. https://doi.org/10.1177/147078530504700602
Evans, J. R., & Mathur, A. (2018). The value of online surveys: a look back and a look ahead. Internet Research, 28(4), 854-887. https://doi.org/10.1108/IntR-03-2018-0089
Gastager, A., Hagenauer, G., Moser, D., & Rottensteiner, E. (2022). Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria. International Journal of Educational Research, 112, 101918-101918. https://doi.org/10.1016/j.ijer.2021.101918
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis: Pearson new international edition. Essex: Pearson Education Limited, 1(2).
Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach. Journal of Language and Education, 7(1), 96-108. https://doi.org/10.17323/jle.2021.11103
López-Angulo, Y., Sáez-Delgado, F., Torres Otey, K., Vega Inzunza, C., Fuentes Zuchelc, C., & García Fonseca, T. (2022). Prácticas docentes de autorregulación del aprendizaje para la promoción de la permanencia universitaria en contexto de pandemia. Revista E-Psi, 11(1), 141-156. https://doi.org/https://artigos.revistaepsi.com/2022/Ano11-Volume1-Artigo8.pdf
Morgado, F. F. R., Meireles, J. F. F., Neves, C. M., Amaral, A. C. S., & Ferreira, M. E. C. (2018). Scale development: ten main limitations and recommendations to improve future research practices. Psicologia: Reflexão e Crítica, 30(1), 3-3. https://doi.org/10.1186/s41155-016-0057-1
Nayak, M. S. D. P., & Narayan, K. A. (2019). Strengths and weaknesses of online surveys. Journal of Humanities and Social Sciences, 24(5), 31-38. https://www.iosrjournals.org/iosr-jhss/papers/Vol.%2024%20Issue5/Series-5/E2405053138.pdf
Padilla, J.-L., & Leighton, J. P. (2017). Cognitive Interviewing and Think Aloud Methods. In B. D. Zumbo & A. M. Hubley (Eds.), Understanding and Investigating Response Processes in Validation Research (pp. 211-228). Springer International Publishing. https://doi.org/10.1007/978-3-319-56129-5_12
Patrick, M., Couper, M., Parks, M., Laetz, V., & Schulenberg, J. (2021). Comparison of a web‐push survey research protocol with a mailed paper and pencil protocol in the Monitoring the Future panel survey. Addiction, 116(1), 191-199. https://doi.org/10.1111/add.15158
Peeters, J., De Backer, F., Reina, V. R., Kindekens, A., Buffel, T., & Lombaerts, K. (2014). The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices. Procedia - Social and Behavioral Sciences, 116, 1963-1970. https://doi.org/10.1016/j.sbspro.2014.01.504
Pei, M., & Yang, H. (2019). Developing teacher agency and self-regulation in a professional training program: a case study in a rural and ethnic minority area of China. Asia Pacific Education Review, 20(4), 625-639. https://doi.org/10.1007/s12564-019-09606-z
Perry, N., Mazabel, S., Dantzer, B., & Winne, P. (2018). Supporting Self-Regulation and Self-Determination in the Context of Music Education. In T. E. U. o. H. K. Gregory Arief D. Liem (Ed.), Big Theories Revisited 2 (pp. 295–318). https://www.infoagepub.com/products/Big-Theories-Revisited-2
Perry, N., Mazabel, S., & Yee, N. (2020). Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms. In R. A. S. Andrew J. Martin, Kristie J. Newton (Ed.), Handbook of Educational Psychology and Students with Special Needs. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315100654-15/using-self-regulated-learning-support-students-learning-disabilities-classrooms-nancy-perry-silvia-mazabel-nikki-yee?context=ubx&refId=b21c730c-ee85-4451-9554-ed227e70e9dc
Peterson, C. H., Peterson, N. A., & Powell, K. G. (2017). Cognitive Interviewing for Item Development: Validity Evidence Based on Content and Response Processes. Measurement and Evaluation in Counseling and Development, 50(4), 217-223. https://doi.org/10.1080/07481756.2017.1339564
Pintrich, P., Smith, T. Garcia & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Robinson, M. A. (2018). Using multi-item psychometric scales for research and practice in human resource management. Human Resource Management, 57(3), 739-750. https://doi.org/10.1002/hrm.21852
Sáez-Delgado, F., Cofré, M., Estrada, C., Fornerod, M., García, M., Muñoz, E., & Segovia, G. (2020). Scale of teacher self-efficacy for the promotion of self-regulation of learning. CienciAmérica, 9(3). https://doi.org/https://doi.org/10.33210/ca.v9i3.332
Sáez-Delgado, F., Mella-Norambuena, J., López-Angulo, Y., & León-Ron, V. (2021). Escalas para medir las fases de autorregulación del aprendizaje en estudiantes de secundaria. Información tecnológica, 32, 41-50. http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07642021000200041&nrm=iso
Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability, 14(24), 16863. https://doi.org/10.3390/su142416863
Sáez-Delgado, F., Lobos-Peña, K., López-Angulo, Y., Mella-Norambuena, J., & Pinochet, P. (2023). Fomento de la autorregulación del aprendizaje desde una comprensión cualitativa durante la pandemia de covid-19. Revista Mexicana de Investigación Educativa, 28(96), 159-186.
Salama, R., Uzunboylu, H., & El Muti, M. A. (2020). Implementing online questionnaires and surveys by using mobile applications. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(2), 48-70. https://doi.org/10.18844/prosoc.v7i2.5016
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures.
Shawer, S. (2010). The influence of student teacher self-regulation of learning on their curricular content-knowledge and course-design skills. Curriculum Journal, 21(2), 201-232. https://doi.org/10.1080/09585176.2010.480872
Simmons, A., & Bobo, L. (2015). Can non-full-probability internet surveys yield useful data? A comparison with full probability face-to-face surveys in the domain of race and social inequality attitudes. Sociological Methodology, 45(1), 357–387. https://doi.org/10.1177/0081175015570096
Spruce, R., & Bol, L. (2015). Teacher beliefs, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10(2), 245-277. https://doi.org/10.1007/s11409-014-9124-0
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Team, R. C. (2022). R: A Language and Environment for Statistical Computing. https://www.R-project.org
Trizano-Hermosilla, I., & Alvarado, J. M. (2016). Best Alternatives to Cronbach’s Alpha Reliability in Realistic Conditions: Congeneric and Asymmetrical Measurements. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00769
Tyupa, S. (2011). A Theoretical Framework for Back-Translation as a Quality Assessment Tool.
Vaske, J. J. (2011). Advantages and Disadvantages of Internet Surveys: Introduction to the Special Issue. Human Dimensions of Wildlife, 16(3), 149-153. https://doi.org/10.1080/10871209.2011.572143
Weigold, A., Weigold, I., & Russell, E. (2013). Examination of the equivalence of self-report survey-based paper-and-pencil and internet data collection methods. Psychological Methods, 18(1), 53-70. https://doi.org/10.1037/a0031607
Willis, G. (2018). Cognitive Interviewing in Survey Design: State of the Science and Future Directions. In The Palgrave Handbook of Survey Research (pp. 103-107). Springer International Publishing. https://doi.org/10.1007/978-3-319-54395-6_14
Willis, G. B. (2015). The Practice of Cross-Cultural Cognitive Interviewing. Public Opinion Quarterly, 79(S1), 359-395. https://doi.org/10.1093/poq/nfu092
Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing Teacher Education. Journal of Teacher Education, 66(2), 122-135. https://doi.org/10.1177/0022487114560908
Zhang, X., Kuchinke, L., Woud, M., Velten, J., & Margraf, J. (2017). Survey method matters: Online/offline questionnaires and face-to-face or telephone interviews differ. Computers in Human Behavior, 71, 172-180. https://doi.org/10.1016/j.chb.2017.02.006
Zimmerman, B. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13-39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Revista Costarricense de Psicología
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
El Colegio, como institución editora, tiene todos los derechos reservados (copyright) sobre lo que se publica en la revista. Los autores y las autoras firman una declaración de cesión de derechos de autoría en el caso de aceptación de sus manuscritos para publicación en la revista, conforme con lo establecido en la legislación vigente.
Los artículos publicados representarán el punto de vista de su autoría y no de la revista, por lo que la autoría asume responsabilidad ante cualquier litigio o reclamación relacionada con derechos de propiedad intelectual y exonera de cualquier responsabilidad a la Revista Costarricense de Psicología y al Colegio.
La revista publicará en cada edición su política de acceso abierto (p.ej., Creative Commons). El material publicado en la revista puede ser copiado, fotocopiado, duplicado y compartido siempre y cuando sea expresamente atribuido al Colegio. El material de la revista no puede ser usado para fines comerciales.